UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :article
Subject :LB Theory and practice of education
ISSN :1013-5316
Main Author :Adnan Mazlini, Puteh Marzita, Zakaria Effandi,
Title :Malaysian trainee teacher's mathematical knowledge of fractions
Place of Production :-
Year of Publication :2017

Full Text :
The study of trainee teachers’ knowledge of fractions is important because it is one of the topics that is difficult to learn and teach. Unfortunately, studies of teacher trainees’ fraction knowledge are limited. The main purpose of this study was to evaluate the Malaysian trainee teachers’ mathematical knowledge of fractions. This study included all four operations to provide a more comprehensive understanding of this knowledge. One hundred and eleven (111) trainee teachers enrolled in a 4-year teacher education program from two public universities in Malaysia participated in the Fraction Knowledge Test (FKT). Results showed that trainee teachers displayed better knowledge of fraction on procedure than on concept. Findings indicated that trainee teachers need more stimuli to construct their conceptual knowledge. Implications for teacher education are also discussed.

References
[1] Wilson, S., Floden, R., Ferrini-Mundy, J. Teacher preparation research: Current knowledge, gaps, and recommendations, A research report prepared for the U.S. Department of Education, Seattle: University of Washington, Center for the Study of Teaching and Policy (2001). [2] Conference Board of Mathematical Sciences (CBMS), The Mathematical Education of Teachers, Providence RI and Washington DC: American Mathematical Society and Mathematical Association of America(2001). [3] National Research Council (NRC), Adding it up: Helping children learn mathematics, J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education, Washington DC: National Academy Press (2001). [4] Nyaumwe, L. The impact of full time student teaching on preservice teachers' conceptions of mathematics teaching and learning, Mathematics Teacher Education and Development, 6: 23–36 (2004). [5] Proulx, J. Addressing the issue of the mathematical knowledge of secondary mathematics teachers, Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, 4: 89–96, Seoul, the Republic of Korea: Seoul National University (2007). [6] Mohd Johan Zakaria, Association between approach to learn and problem solving skills with the ability to solve problems for fraction title, PhD Thesis, UKM (2002). [7] Price, J. J. Learning mathematics through writing: some guidelines, The College Mathematics Journal. 20 (5), 393–401 (1989). [8] Steinle, V., Changes with Age in Students’ Misconceptions of Decimal Numbers, Unpublished PhD thesis, Melbourne: University of Melbourne (2004). [9] S.Shulman, L. Knowledge and teaching, Harvard Educational Review, 57(1), 1–21 (1987) [10] Depaepe, F., Verschaffel, L., & Kelchtermans, G., Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research, Teaching and Teacher Education, 34, 12–25 (2013). [11] Ball, D. L., Thames, M. H., & Phelps, G., Content Knowledge for Teaching: What Makes It Special?, Journal of Teacher Education, 59(5), 389–407. doi:10.1177/0022487108324554 (2008). [12] Askew, M., Rhodes, V., Brown, M., Wiliam, D., & Johnson, D., Effective Teachers of Numeracy (1997). [13] Graham, K. J., & Fennell, F. S., Principles and standards for school mathematics and teacher education: Preparing and empowering teachers, School Science and Mathematics, 101(6), 319-327 (2001). [14] National Council of Teachers of Mathematics (NCTM), Principles and standards for school mathematics, Reston, VA: Author (2000). [15] Saxe, G. B., Taylor, E. V, Mcintosh, C., & Gearhart, M., Representing Fractions with Standard Notation : A Developmental Analysis, 36(2), 137–157 (2005). [16] Smith, J. P. I., The development of students’ knowledge of fractions and ratios. Making sense of fractions, ratios, and proportions, Reston, VA: National Council of Teachers of Mathematics (2002). [17] Ball, D.L., Pre-service elementary and secondary teachers’ understanding of division, Journal for Research in Mathematics Education, 21(2), 132–144 (1990). [18] Redmond, A., Prospective Elementary Teachers’ division of Fractions Understanding, Oklahoma State University (2009). [19] Naik, S., Bhabha, H., & Education, S., The measures for understanding teachers ’ mathematical knowledge for teaching fractions – how do they really work ? (n.d.). [20] Puteh, M., Karthiveloo, P. & Saad, N. Teachers’ Mathematical Knowledge for Teaching (MKT) Fraction, Proceedings of the 3rd International Postgraduate Conference on Science and Mathematics (2015). [21] Cramer, K., Post, T. R., & Del Mas, R. C., Initial fraction learning by fourth and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the Rational Number Project curriculum, Journal for Research in Mathematics Education 33(2): 111-144 (2002). [22] Goulding, M., Rowland, T., & Barber, P. Does it matter? Primary teacher trainees’ subject knowledge in mathematics, British Educational Research Journal, 28(5), 689–704 (2002). [23] Ball, D. L. Prospective elementary and secondary teachers’ understanding of division, Journal for Research in Mathematics Education, 21(2), 132-144 (1990).

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.